A framework for classroom assessment, learning, and self-regulation
A framework for classroom assessment, learning, and self-regulation
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DOI：
10.1080/0969594x.2019.1619515
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发表时间：
2020-07-03
影响因子：
3.2
通讯作者：
Bonner, Sarah M.
中科院分区：
文献类型：
--
作者：
Chen, Peggy P.;Bonner, Sarah M.
我们提出了一个概念框架，利用课堂评估（CA）的做法和自我调节学习（SRL）理论之间的协同作用，以支持学术成长和教学。我们阐明了CA和SRL共享的过程，借鉴了SRL的三个阶段的模型：深谋远虑，性能和自我反思。我们将此SRL模型与CA相结合，创建了CA：SRL框架，分为四个阶段：（1）预评估，（2）学习，实践和评估的循环，（3）正式评估，（4）总结评估证据。我们阐明SRL过程是如何参与在每个阶段，可以借鉴，以支持学习发展和教师的理解和共同调节的学习。这个框架是很重要的，因为它描绘了如何评估和学习过程中动态互动的教师和学生在课堂上，并表明，这种互动包括CA的目的的全部广度，从规划到总结的证据。
We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence.